Grade 2
Social Studies
Unit: 06
Lesson: 01
Suggested Duration: 11 days
What Makes a Good Citizen?
Lesson Synopsis
In this lesson, students learn about good citizens. They learn about examples of good citizens in the local community, the
state, and the nation, including veterans and how we honor veterans as a nation. Students also use geographic tools to
learn about places veterans served and use timelines to learn more about veterans and patriotic holidays.
TEKS:
2.1
History. The student understands the historical significance of landmarks and celebrations in the community, state,
and nation. The student is expected to:
2.1A
Explain the significance of various community, state, and national celebrations such as Veterans Day, Memorial Day,
Independence Day, and Thanksgiving.
2.13
History. The student understands how historical figures, patriots, and good citizens helped shape the community,
state, and nation. The student is expected to:
2.13A
Identify characteristics of good citizenship including truthfulness, justice, equality, respect for oneself and others,
responsibility in daily life, and participation in government by educating oneself about the issues, respectfully
holding public officials to their word, and voting.
Identify historical figures such as Paul Revere, Abigail Adams, Women Air Force Service Pilots (WASPs) of WWII,
and Navajo Code Talkers and Sojourner Truth who have exemplified good citizenship.
2.13B
Social Studies Skills TEKS:
2.18
2.18A
2.18B
2.18C
2.19
2.19B
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a
variety of sources including electronic technology. The student is expected to:
Obtain information about a topic using a variety of valid oral sources such as conversations, interviews, and music.
Obtain information about a topic using a variety of valid visual sources such as pictures, maps, electronic sources,
literature, reference sources, and artifacts.
Use various parts of a source, including the table of contents, glossary, and index, as well as keyword internet
searches, to locate information.
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
Create written and visual material such as stories, poems, maps, and graphic organizers to express ideas.
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
•
Write a poem about a good citizen whose life is celebrated by a community. Illustrate the poem and explain orally
the person’s influence on the community, state or nation. (2.13AB, 2.19B)
2.1A; 2.3D; 2.5B
Key Understandings and Guiding Questions:
•
Members of a community often celebrate the lives of individuals who exemplify good citizenship.
— Who are people who have influenced our community, state, and nation?
— How do citizens make good choices that influence our local community, the state, and the nation?
— How do communities celebrate the lives of individuals who exemplify good citizenship?
Vocabulary of Instruction:
•
veteran
•
good citizen
•
source
Materials:
•
Refer to the Notes for Teacher section for materials.
Attachments:
•
•
Teacher Resource: Definition of Good Citizenship
Teacher Resource: WWII Visuals (optional)
©2013, TESCCC
05/06/13
page 1 of 10
Grade 2
Social Studies
Unit: 06 Lesson: 01
•
•
•
•
•
•
•
•
Handout: What I Learned
Teacher Resource: Women Airforce Service Pilots (WASP)
Handout: WASP Timeline (1 per student)
Handout: WASP Scavenger Hunt
Handout: WASP Scavenger Hunt Questions
Handout: The Navajo Code Talkers
Handout: Code Talker Graphic Organizer
Handout: Navajo Code Cards
Resources and References:
None Identified
Advance Preparation:
1. Become familiar with content and procedures for the lesson, including characteristics of good citizens, examples
of local good citizens, the Navajo Code Talkers, and Women’s Air Service Pilots.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
4. Preview available resources and websites according to district guidelines.
5. Prepare materials and handouts as needed, including:
• At least two weeks prior to this lesson, send home a letter inviting families to send in any memorabilia about
World War II, including photos, letters, books, or other items they have.
• Invite and schedule (for Day 2) visits by grandparents and other community members who can talk about
WWII (especially the Navajo Code Talkers and WASP) and other veteran experiences. The VFW or the
American Legion could be a place to contact for speakers if none are known to the teacher.
• Collect materials from the school or public library, including photographs.
• Take pictures of local memorials dedicated to veterans.
• Collect magazines and newspapers for students to cut words and pictures from.
Background Information:
The Navajo Code Talkers and Women Air Service Pilots are both examples of groups of people that exhibit good
citizenship. The Navajo Code Talkers were U.S. Marines that helped create a cipher that was never broken, and that code
is credited with helping the U.S. secure the victory at Iwo Jima. The WASP were female pilots that trained fighter pilots
and transported cargo. They were considered civilians, and many of them trained in Texas.
Veteran – someone who has served in the military
Good citizen – someone who lives responsibly within the laws of society. Characteristics of good citizenship include
truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by
educating oneself about the issues, respectfully holding public officials to their word, and voting.
Source – a book, statement, person, etc., supplying information
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Good Citizen
1. Access students’ prior knowledge of good citizenship from
prior learning.
• What is a good citizen? (act responsibly, make good
choices, look out for others and the community, etc.)
• Who are good citizens? (anyone who chooses to act in
ways that exhibit characteristics of good citizenship)
©2013, TESCCC
05/06/13
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 15 minutes
Attachments:
• Teacher Resource: Definition of Good
Citizenship
Instructional Note:
A good citizen is someone who lives responsibly
page 2 of 10
Grade 2
Social Studies
Unit: 06 Lesson: 01
Instructional Procedures
Notes for Teacher
2. Display the Teacher Resource: Definition of a Good Citizen.
3. Continue the discussion, adding relevance and requiring
students to support their ideas with evidence.
• Who are good citizens that you know?
• What evidence do you have that they are good
citizens? (example: My grandfather stays informed about
issues; he just went to city council and talked about how
important a new stop light and crosswalk would be. This
also shows his responsibility; he is looking out for the
people of the community.)
within the laws of society. Characteristics of good
citizenship include (TEKS 2.13A)
• Truthfulness
• Justice
• Equality
• Respect for oneself and others
• Responsibility in daily life
• Participation in government by:
• educating oneself about the issues
• respectfully holding public officials to their
word
• voting
Misconception:
Some children only know of heroes like
superheroes. It is very important for them to see
heroes that are ordinary citizens that look just like
them: people who believe in ideals and stand up
for and defend those beliefs.
EXPLORE – What is a veteran?
1. Place World War II realia, memorabilia, and other servicerelated items on display.
2. Students visit the display and discuss the items with a partner.
3. If desired, display and discuss the visuals from the Teacher
Resource: WWII Visuals.
4. Write the word veteran on the board.
5. Begin a brief discussion by asking students if they have heard
the word veteran before.
6. If desired, allow students to hunt for the meaning of veteran by
looking in the dictionary, the glossary of their Social Studies
textbook, online, or by asking classmates.
7. Scribe what students have discovered about the meaning. Fill
in with background information, including clearing up any
misconceptions about what a veteran is.
8. Add academic vocabulary terms to the Word Wall (veteran,
etc.). Continue to add words as the lesson and unit progress.
9. Distribute a blank piece of paper to each student. The paper
will become a vocabulary graphic organizer.
• Students fold the paper in four equal rectangles.
• Top left rectangle: students write the word veteran.
• Top right rectangle: students write a definition for
veteran (in their own words).
• Bottom left rectangle: students write a sentence using
the word veteran, such as, “Mollie’s grandfather is a
veteran of the Korean War.”
• Bottom right rectangle: students draw a picture that
shows what a veteran is.
©2013, TESCCC
05/06/13
Suggested Day 1 (continued) – 20 minutes
Materials:
• World War II (and other service-related) realia
and memorabilia gathered or sent in by
families
• chart paper
• dictionary
• paper for creating a graphic organizer
Attachments:
• Teacher Resource: WWII Visuals (optional)
Purpose:
Activate background knowledge and ensure that
students understand what the word veteran means.
TEKS: 2.1A
Instructional Note:
• Veteran – someone who has served in the
military
• Students may need some explicit instruction on
the difference between a veteran and a
veterinarian. Since they sound similar, students
often confuse the words.
page 3 of 10
Grade 2
Social Studies
Unit: 06 Lesson: 01
Instructional Procedures
Notes for Teacher
10. Use chart paper to create a K-W-L chart where students share
what they Know about veterans, what they Want to know
(questions), and what they have Learned. Refer to this chart
throughout the lesson.
11. For homework, students may find evidence of good citizenship
being practiced in their family or community; they can identify
veterans in their family or community.
EXPLAIN – Share
1. Students write an acrostic poem using the word Veteran to
summarize what they know about veterans.
EXPLORE – World War II Realia and Veterans
1.
Distribute the Handout: What I Learned.
2.
Students again walk around the room and examine the
printed material, photographs, and other realia displayed
around the room, this time noting on the handout interesting
items, questions, etc., using words or pictures.
3.
Students share their ideas about good citizens and veterans
from Day 1 and from their homework.
4.
Speakers talk with the students, sharing stories and
answering questions, emphasizing the connections between
veterans and acts of good citizenship as both veterans and
community members. (If multiple speakers are present,
students can rotate through them as “stations,” including the
realia as an additional station.)
5.
Students take notes on their Handout: What I Learned as
they visit with speakers, noting or drawing a picture of what
they see and things they learned.
EXPLAIN – Summarize and Thank you
©2013, TESCCC
Suggested Day 1 – 15 minutes
Instructional Note:
V
E
T
E
R
A
N
Suggested Day 2 – 35 minutes
Materials:
• World War II (and other service-related) realia
and memorabilia gathered or sent in by
families
• library books about World War II
• local veterans as speakers
Attachments:
• Handout: What I Learned
Purpose:
Provide background knowledge for the students in
regards to veterans.
TEKS: 2.1A, 2.13A, 2.18A, 2.18B
Instructional Note:
• If unable to borrow artifacts from classroom
families, photographs can be found on many
websites.
• Speakers are desirable but not necessary. If
speakers are part of the plan, make sure to
discuss with them the main points to be
emphasized, including the idea that choosing
to be a member of the armed forces was a
choice made because they believe in keeping
our country safe, securing our freedoms, being
a good citizen, and being responsible for the
community.
• Online video clips could provide background
information for students. These include online
interviews with veterans.
Suggested Day 2 (continued) – 15 minutes
05/06/13
page 4 of 10
Grade 2
Social Studies
Unit: 06 Lesson: 01
Instructional Procedures
1.
2.
3.
4.
5.
Notes for Teacher
Students recall their experiences from yesterday, meeting in
pairs to compare the notes they have taken. They can borrow
facts from one another or take their partner to see something
they might have missed.
Students share a few new things they have learned.
Help students build an understanding that veterans are also
regular people who act in responsible ways in their daily lives.
They especially showed good citizenship when they chose to
join the military to help keep our nation safe and to protect our
freedoms.
Add information learned to the K-W-L chart.
Students write thank-you notes to the visitors, referencing
information they learned.
EXPLORE – WASP Timeline
1. If desired, display the Teacher Resource: Woman Airforce
Service Pilots (WASP).
2. Provide background information about WASP.
3. Distribute the Handout: WASP Timeline (1 per student).
4. Read the events aloud with the class.
5. Allow students to ask questions about the events.
6. Students cut out the events and place them in chronological
order. These could be cut out in advance if teachers prefer.
7. Students glue the events to a strip of paper or a sentence strip
to form a timeline.
8. Students check with a partner to make sure their events are in
the correct order.
Suggested Day 3 – 35 minutes
Materials:
• sentence strips or construction paper on which
to affix timeline strips
Attachments:
• Teacher Resource: Woman Airforce Service
Pilots (WASP)
• Handout: WASP Timeline (1 per student)
Purpose:
Practice chronology as well as learn more about
the WASP.
TEKS: 2.1A, 2.13B, 2.19B
Instructional Note
• Much information is available online, including
videos, clips from which could help students
understand.
9. As a class, discuss why the events go in the order that they
Sept.
1942
do.
Note and calculate the time between disbanding WASP
and bestowing them with Veteran status. Discuss attitude
changes over time regarding roles, duties, abilities,
acceptance, etc.
Sentence strip
Timeline strip
EXPLAIN – Share
Suggested Day 3 (continued) – 15 minutes
1. Students turn and talk to a partner, sharing their timeline and
telling one thing they learned about WASP.
EXPLORE – WASP Scavenger Hunt
1. Using the Handout: WASP Scavenger Hunt, cut the handout
into strips and post the strips around the room.
2. Distribute the Handout: WASP Scavenger Hunt Questions
(1 per student).
©2013, TESCCC
05/06/13
Suggested Day 4 – 30 minutes
Attachments:
• Handout: WASP Scavenger Hunt (cut into
strips and hidden around the classroom)
• Handout: WASP Scavenger Hunt Questions
(1 per student)
page 5 of 10
Grade 2
Social Studies
Unit: 06 Lesson: 01
Instructional Procedures
Notes for Teacher
3. Read the questions aloud to the students and let them know
that the answers to all of the questions on the paper are
posted around the room.
Purpose:
Students learn about WASP and practice recording
and sharing information with others.
4. Students search to find the answers to the questions. (Explain
to students that this is not a race; the goal is to do their best
rather than finish first.)
TEKS: 2.1A, 2.13A, 2.13B, 2.18B, 2.19B
5. Monitor students as they answer questions.
6. Collect completed Handout: WASP Scavenger Hunt
Questions for use on Day 4.
EXPLAIN – WASP
1. Show again the Teacher Resource: WASP from Day 2 and redistribute students’ completed Handout: WASP Scavenger
Hunt Questions from Day 4.
2. To review Day 3, students participate in a “Stand, Stroll, Stay”
activity.
• Students STAND with their completed Handout: WASP
Scavenger Hunt Questions.
• Students randomly STROLL around the room quietly and
carefully for 15-30 seconds, until the teacher says,
“STOP!”
• Students STAY with the person they are closest to and
form a partnership. (Teachers will need to ensure that
each student has a partner.)
• Students compare answers to determine if additional
information needs to be added for a more complete
response.
• If teachers prefer, and if classroom management allows for
it, the teacher may conduct 2 or 3 “rounds” of “Stand, Stay,
Stroll” where students share with several different
students.
Instructional Note:
For smaller classes, students may randomly roam
around the room locating the answer strips and
completing the activity. For larger classes,
teachers may choose to divide the class into
groups and place those groups in various areas of
the classroom so that they “rotate” to each answer
strip. This more structured approach may help with
classroom management.
Suggested Day 4 – 20 minutes
Materials
• Teacher Resource: WASP from Day 2
• completed Handout: WASP Scavenger Hunt
Questions from Day 4
Instructional Note
Like an acrostic, alphabet poems use letters at the
beginning of each line to help guide writing. An
alphabet poem uses a section of the alphabet as
those first letters and students write a word or
phrase that begins with that letter, summarizing
what they have learned.
Examples:
A = Active
B = Brave
C = Courageous
D = Devoted
E = Eager to serve our country
F = Friendly
G = Good to the community
Etc.
3. Revisit the K-W-L chart and facilitate a discussion to provide
students the opportunity to share their answers and ask some
of the questions that they have.
4. Provide answers and background information and/or suggest
ways for students to gain the information to add to the K-W-L
chart.
5. Students write an alphabet poem to summarize what they
have learned about veterans and the WASP.
EXPLORE – The Navajo Code Talker
1. Distribute the Handout: The Navajo Code Talkers (1 per
student).
Suggested Day 5 – 35 minutes
Materials:
• chart paper
2. Students buddy read (take turns quietly reading to a partner)
about the Navajo Code Talkers.
Attachments:
• Handout: The Navajo Code Talkers
©2013, TESCCC
05/06/13
page 6 of 10
Grade 2
Social Studies
Unit: 06 Lesson: 01
Instructional Procedures
Notes for Teacher
3. After the students read the passage, partners discuss what
they have read and match the actions of the Navajo Code
Talkers to the definition of good citizenship.
Purpose:
Students learn about the Navajo Code Talkers,
Veterans Day, and solidify their understanding of
good citizenship.
4. Read the passage a second time as a class.
TEKS: 2.1A, 2.13A, 2.13B, 2.18B, 2.19B
5. Discuss any connections students make between the
definition of a good citizenship and the story of the Navajo
Code Talkers.
6. Guide students to the idea that the Navajo Code Talkers took
responsibility for themselves and others by protecting U.S.
Marines with the codes they created. Include the ideas of
justice and equality.
Instructional Note
Good citizen – someone who lives responsibly
within the laws of society. Characteristics of good
citizenship include truthfulness, justice, equality,
respect for oneself and others, responsibility in
daily life, and participation in government by
educating oneself about the issues, respectfully
holding public officials to their word, and voting.
7. The Code Talkers were truthful; they kept the secret of the
code to protect others even though it meant that they did not
get recognition. They took responsibility in daily life for others
and the common good.
8. Chart these and any other connections the students make.
EXPLAIN – The Navajo Code Talkers
1. Distribute the Handout: Code Talker Graphic Organizer (1
per student).
Suggested Day 5 (continued) – 15 minutes
Attachments:
• Handout: Code Talker Graphic Organizer
2. Students complete their organizer by drawing a picture in the
center and then providing information to complete each box of
graphic organizer.
• Who? (Navajo Code Talkers)
• What? (created a secret code)
• When? (during WWII)
• Where? (Pacific Theater)
• Why? (to protect their fellow soldiers)
• How? (by substituting Navajo words for English ones)
3. Students share their organizer with a partner.
EXTEND – Using the Code
1. Distribute the Handout: Navajo Code Cards (1 set per pair.)
2. Student pairs work together to figure out how the code worked
and to write some words using the code.
Suggested Day 6 – 20 minutes
Materials:
• Navajo Code Talker dictionary
http://www.history.navy.mil/faqs/faq61-4.htm
Attachments:
• Handout: Navajo Code Cards
EXPLORE – Veteran’s Geography
2. Make atlases and other resources available.
Suggested Day 6 (continued) – 30 minutes
Materials:
• blank U.S. map (1 per student)
• atlases
• map pencils
3. To review learning so far, lead students to recall information
about the WASP and Navajo Code Talkers. Model marking
Purpose:
Practice map skills, become familiar with U.S.
1. Distribute a blank map of the U.S. to each student and display
a class map.
©2013, TESCCC
05/06/13
page 7 of 10
Grade 2
Social Studies
Unit: 06 Lesson: 01
Instructional Procedures
Notes for Teacher
places significant to the WASP and the Navajo Code Talkers
on the map as discussion continues.
• Outline Arizona, New Mexico, Utah and Nevada in
yellow. These four states are the home of the Navajo
Indians.
• Place a red dot on San Diego, CA. The Navajo Code
Talkers were US Marines and had their basic training
at Camp Pendleton in San Diego.
• Draw a capital M on Window Rock, Arizona. This is the
home of the Navajo Code Talker Memorial.
• Draw a small airplane on Sweetwater, TX. This is the
home of Avenger Field and the National WASP WWII
Museum.
• Place a blue dot on Houston, TX. Many WASP flew
into and out of Houston Municipal Airport.
• Draw a star on Washington, D.C. This is our nation’s
capital and both the WASP and the Navajo Code
Talkers were honored there.
• Mark the local community with a dot in your favorite
color. This is to honor the veterans in your
community.
EXPLAIN – Letter to a Veteran
1. Allow students five minutes to review the materials they have
created about veterans.
2. Model for students the greeting of a letter to a veteran: Dear
Veteran.
3. Students write a thank you letter to a veteran that is at least
three sentences long. It can contain a sentence thanking the
veteran and several sentences describing the impact veterans
have had on the community.
4. Instruct students to sign the letter with only their first name.
EXPLORE – Memorial Day and Holiday Timeline
TEKS: 2.1A, 2.13B, 2.19B
Suggested Day 7 – 50 minutes
Materials:
• envelopes
• notebook paper
Purpose:
Students show their appreciation to veterans for
keeping us safe and protecting our freedoms.
TEKS: 2.1A, 2.13A, 2.13B, 2.18B, 2.19B
Instructional Note:
• The Department of Defense has requested that
the public not send unsolicited letters to a
general address. Instead, use contacts to
identify specific veterans in your community to
whom you may address the letters.
• After students finish writing their letters,
students trade their letters with a partner. In
pairs, the students check to make sure their
sentences start with capital letters and end with
end punctuation. They can also check to make
sure veteran is spelled correctly.
Suggested Day 8 – 40 minutes
Materials:
• index card labeled “Memorial Day”
• adding machine tape (1 foot per student)
1. Display the index card labeled “Memorial Day”.
2. Ask students if they have heard about Memorial Day.
3. Remind students that communities celebrate what is important
to them. Explain to students that Memorial Day is a patriotic
holiday where people remember veterans who have died while
serving their country.
©2013, TESCCC
geography, and build a visual of where some of
these good citizens lived and worked.
05/06/13
Purpose:
Learn about Memorial Day and when it occurs
during the year.
page 8 of 10
Grade 2
Social Studies
Unit: 06 Lesson: 01
Instructional Procedures
Notes for Teacher
4. Ask students if they know of any other patriotic holidays.
Guide students to include Veterans Day (Nov. 11),
Independence Day (July 4), Memorial Day (May 30), and
Constitution Day (Sept 18). Students may also name other
days on which we celebrate the actions of people who are
good citizens and take actions to support their beliefs (MLK,
Jan.; Presidents Day, Feb.).
TEKS: 2.1A
5. List holidays that students name.
Instructional Note:
• If desired, students use a ruler and mark each
month at 1-inch intervals along the adding
machine tape so students can place holidays in
the correct month.
• If desired, play patriotic music while students
are working.
6. Create a class timeline beginning with the first day of school
and plot the holidays in order.
7. Give each student 1 foot of adding machine tape to use to
create their own version of the timeline adding illustrations to
convey what they know about those holidays.
8. For homework, students think about and/or discuss with family
members people in the community who are good citizens who
act with responsibility for the community in daily life. These
might include veterans, police officers, firefighters, school
volunteers, teachers, students, paramedics, nurses, and
voters.
EXPLAIN – Timeline
Suggested Day 8 (continued) – 10 minutes
1. Students choose a patriotic holiday to share with a partner.
EXPLORE – Local Heroes and Good Citizens
1. Post ten pieces of chart or butcher paper around the room,
each labeled with one of the following members of the
community: veterans, police officers, firefighters, school
volunteers, teachers, students, paramedics, nurses,
voters.
2. Re-read the definition of good citizenship. (See the Handout:
Definition of Good Citizenship from Day 1.)
3. Distribute or otherwise make available old magazines and
newspapers.
4. Students cut out words and pictures from magazines and
newspapers that help show what makes these groups of
people good citizens.
Suggested Day 9 and 10 – 80 minutes
Materials:
• Handout: Definition of Good Citizenship from
Day 1
• old magazines and newspapers
• chart or butcher paper (10 sheets)
• drawing paper
• glue
• scissors
Purpose:
Students will apply what they have learned about
good citizenship to members of their community
rather than historical figures.
TEKS: 2.13A
5. As students find words or pictures, they can paste them onto
the appropriate chart. Students can also draw their own
pictures and then add them to the charts.
6. When students have completed the charts, conduct a gallery
walk where students rotate around the room looking at each of
the posters.
7. Facilitate a discussion where students compare the charts
against the definition of good citizens, provide real-life
examples and names, etc.
©2013, TESCCC
05/06/13
page 9 of 10
Grade 2
Social Studies
Unit: 06 Lesson: 01
Instructional Procedures
ELABORATE – Good Citizenship
Notes for Teacher
Suggested Day 10 – 20 minutes
1. Continue the discussion, encouraging students to answer the
guiding questions and provide supporting statements for the
Key Understanding.
• Members of a community often celebrate the lives of
individuals who exemplify good citizenship.
— Who are people who have influenced our
community, state, and nation?
— How have choices good citizens have made
influenced our local community, the state, and the
nation?
— How do communities celebrate the lives of
individuals who exemplify good citizenship?
EVALUATE
•
Write a poem about a good citizen whose life is celebrated by
a community. Illustrate the poem and explain orally the
person’s influence on the community, state or nation. (2.13AB,
2.19B)
2.1A; 2.3D; 2.5B
1. Allow the students to look over the materials that they have
created in this lesson if they need to get ideas. This poem is
not just confined to good citizens studied in this lesson, but
can be good citizens from previous lessons, the community, or
even students’ families.
©2013, TESCCC
05/06/13
Suggested Day 11 – 50 minutes
Purpose:
Provide evidence of understanding of the influence
of good citizens.
TEKS: 2.13AB, 2.19B
Instructional Note:
One poem form that can be used is a biographical
poem:
Line 1: Name of person (or vocation, such as
Soldier or Veteran or Citizen)
Line 2: Four words defining, giving characteristics,
etc.
Line 3: Who feels . . .
Line 4: Who needs . . .
Line 5: Who fears . . .
Line 6: Who loves . . .
Line 7: Who thinks . . .
Line 8: Who believes . . .
Line 9: Synonym for "soldier" (or Veteran or
Citizen)
page 10 of 10